February 24, 2026 Regular Board Meeting

001All right. 4:00. Um, Mr. Held, could you lead us in something? >> Sure. >> Right hand over your heart. Ready? Begin. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Roll call. Um, Mr. Perea, Mr. Eastless, Mr. Eldrith, myself are present, Miss Given is absent. Business of the floor. The board meeting is a business meeting of the board held in public for held in public forum to comply with the Brown Act. It is not a town hall meeting with the board. This is the time for citizens to present problems or questions they feel board they feel the board should discuss. Individuals are encouraged to address the board, not the individual board member. The

002law prohibits the board from taking taking action on items not on the agenda. Requests to speak should be filled out in advance and presented to the superintendent executive assistant. Instructions for for submitting remote public comment can be found on our website busdk12.com under the tab board of trustees. The board has a policy limiting any speaker to not more than three minutes. The board limits the total time for public input for each item or topic to 15 minutes or five individuals request to speak. The president may review and submit requests to speak or take a poll of speakers for or against particular issue and may ask for additional persons speak only if they have something new to add. Citizens who have comments or for or on or against a particular issue may be asked to provide

003written statement for the record or to sign an agreement with a written comment for another citizen. All names are memorialized in minutes with the board consent. President may increase or decrease the time allowed for public presentations depending on the topic and the number of persons wishing to be heard. For the record, state your name. >> At this time. And at this time uh have we adjourned for close session at 4:03. All right. Commemorating this achievement with championship rings for students and staff. We celebrate our January employees of the month. Congratulations to Laura Toped, Andrea Castillo, Maria Lily, Do you feel the feeling? We play along. to do. Hey Hey. Heat. Heat. Heat up. Hey. Hey, hey, hey. Hey. Hey. Hey. Hey, hey, hey. Stay tuned. Hey, hey, hey. Hey, hey, hey. Hey, hey, hey. Hey,

004hey, hey. Hey hey hey. You are my sun. Hey, hey, hey. Hey, hey. behoo. Heat. Heat. Do you feel Heat. Heat. Hey. Hey, hey, hey. You know, heyoo. Hey, moving at 503. We have no report at this time. Close session presentation. First Line Elementary. >> Yes, Mr. Norman. >> All right. Good evening, boy, Superintendent Kevin, everyone family. It's good to see you. So, I bring to you all the way from Cobra country, DKK Cobras to come sing to you and present to you today. Also, they're going to let you know our Cobra motto. And we have the cutest, the smartest TKK students this side of the Mississippi. So, because you can't clap because we heard about all of that. Can you give us a air clap really quick? Put your hands together for >> for

005Crustline Cobra's TKK as they sing their hearts out to you. And tonight uh this song celebrates our superintendent a >> singline motto. Boys and girls, can you tell them what our motto is? Crestline cobras. Outstanding. >> And be kind to others. >> What? You are my sunshine, my only sun. You make me happy when skies are gray. You'll never know, dear, how much I love you. Please don't take my sunshine away. You are my sunshine, my only sunshine. You make me happy. You'll never know, dear, how much I love you. Please don't take my sunshine away. You'll never know, dear, how much I love you. Please don't take my sunshine away. >> Well, that was quiet. >> All right, parents. So, that does conclude our presentation. We are going to have the students walk out

006with us and where you guys dropped off the students is where you're able to pick them up. Okay. Thank you guys. >> We're going to take a quick picture. I think we're going to go that way. All right. Good. I'm glad you scooted them over a little bit. >> Why don't you take pictures? >> Come around the back too. >> Mr. You guys just go. >> If I'm being forced in, you >> miss. If I'm being forced in, you >> say tomatoes. >> Okay. Ready? Here we go. One, two, three. You missing photos. >> You want to get a picture? >> Take a picture. >> Go up there. >> One, two, three. >> Perfect. I love you guys. Marcelo. >> Thank you so much. Thank you. Thank you board. Thank you so much. acknledge our

007kinder and TK teachers, Miss Leon, Miss Packer, Miss Johnson, who wasn't able to make it tonight, and Miss Wood, who's also not able to make it tonight, but their efforts to getting the students to perform tonight were amazing. So, your parents think they're going to be for you. She's cumbersome. I know. >> You got to go. Don't cry, my friend. My mom has >> good. How you doing? >> Spoon. >> Go for it. friend of mine I played football with. He came visit >> 20 years ago from Morgan and his wife. But you're Tony. You ruined my husband. He >> doesn't eat with a fork or nothing. I'm a redhead of my guy. You >> didn't know. >> I'm told you ain't going to eat at my house. You're gonna use a fork in. >>

008Okay. Next item on the agenda is the employees of the month for the month of March 2026. Make sure I got that right. And our first employee of the month is Laura Tope. Or is it congratulations? Come on over here. You're the star of the show. So we have your certificate which says employee of the month. This is to certify that Laura is it to >> Thank you. In recognition of your extraordinary dedication and service to the staff and students of Barcel Unified School District, we are proud to honor you as the elementary classified staff member employee of the month >> for the month of March 2026. >> That's cool. >> We will get that fixed and get a new one to you. We have your desk plaque, your binder, and $25 school's first credit

009uh credit card gift card. So, all of this is yours. We're going to give that to you. Congratulations. >> Congratulations. >> Hold that up. It says January. It's supposed to say March. It's okay. We'll get it fixed. I'll hold that for you. >> Thank you. >> Okay. And then let me have the certificate. We'll get you a new one. >> Okay. supposed to say January. >> All righty. >> All right. Thanks. >> Thank you. >> It is January. >> I'm like, wait a minute. >> Your certificate is correct. >> I'm behind. I'm thinking it's March. >> It is January. I don't know. >> Wait. >> I'm looking at her like she's wrong and I'm wrong. Sorry, Christina. >> No, you're good. You're good. >> Thanks for correcting me. >> Mr. Deing want dinner? >> Yeah.

010>> If Mr. De want to give her flowers? >> Oh, Mr. Oh, Mr. Come on up. >> Oh, and Laura's gonna have to come up. >> So, your stick is correct. So, >> okay. >> It's just me. That's not right. >> Thank you. >> All right. Thanks, Mr. >> Right. Right. Our next infor is Andrea Castillo. >> Hi. Congratulations. >> Thank you. >> Congratulations. >> Thank you. >> Your certificate employee of the month. This is to certify the Andrea Castillo in recognition of your extraordinary dedication and service to the staff and students of Bars Unified School District. We are proud to honor you as the elementary certificated staff member employee of the month for the month of January 2026. We have your binder, your certificate, your school desk plaque, and your $25 school's first gift

011card. So, >> thank you. Congratulations. >> Thank you. >> I'll hold these and we'll get a picture. >> And is your principal here? >> I do not see her. >> No. Okay. And I think we've got someone who wants a picture. >> Yeah. You want someone up? >> Come on, buddy. >> You want to take take a picture? >> Does he want to get in the picture? >> Do you want to get in the picture? Oh. >> Oh, my husband's um >> Oh, he's gonna get Okay. Well, yeah. Come on. Family here. >> Oh, wait. >> All right. One, two, and three. >> Congratulations. >> Thank you. Thank you. >> All right. Our next employee is Lala Nunette. >> Smile. LA, >> come on over here. You're the star of the show. >> Hey, employee

012of the month. This is certified that Lala Nunees, in recognition of your extraordinary dedication and service to the staff and students of Bar Unified School District, we are proud to honor you as the secondary classified staff member employee of the month for the month of January 2026. We have your binder, your certificate, your desk class, and your $25 gift card. Get down, Miss Lala. Just down. >> All right. >> Yeah. >> All right. >> Do you have anybody else you want to come up? See your principal here. >> Didn't comb your hair for nothing. >> All right. >> Good job, Lala. Lala. All right, our next employee is Michelle Lopez. >> She's going to make me cry. >> Congratulations. >> Thank you very much. >> Employee of the month. This is to certify that Michelle

013Lopez, in recognition of your extraordinary dedication and service to the staff and students of Bars Unified School District, we are proud to honor you as a secondary certificated staff member employee of the month for the month of January 2026. Have your binder, your certificate, your desk, and a $25 school's first gift card. >> Thank you very much. You have someone >> it. No, I'm kidding. The camera take it. >> Thank you. >> It >> one, two, three. Congratulations. Thank you. >> Sliding over. >> I know. >> Yeah. Or Marcus is directing us. All right. Our next employee is Juan San Martin Huarez. >> All right. All right. >> Congratulations. >> All right. Employee of the month. This is certified that Juan San M Martin Hores in recognition of your extraordinary dedication and services to the

014staff and students of Bars Unified School District. We are proud to honor you as the classified substitute staff member employee of the month for the month of January 2026. We have a binder certificate. We have you a desk plot which doesn't have your picture on it, but it is does say your employee of the month and a $25 school gift card. So, I'm gonna shake your hand. Congratulations. >> Would you like your lovely wife to be up there with us? >> Can we get his principal over there, too? >> Yeah. >> Well, wait. Maybe want a picture without you first. >> Oh, okay. Without >> I got you. I got you. >> Get you. >> That's right. All right. Why? You look good, man. >> This way. There we go. >> Okay. >> Now it

015is. >> Oh, let's get us in there. >> One, two, three. >> All right. Congratulations. >> Thank you. >> Of course. >> Thank you for doing it. >> I know. >> All right. Our next employee of the month is Susan Zeleleski. >> Susan. Okay. She is being recognized as the certificate of sub substitute staff member employee of the month for the month of January 2026. We will get her her certificate, her binder, her desk plaque, and her $25 school's first gift card as soon as possible. >> Thank you. >> You want to take a picture? >> We can take a picture for her. >> Since you handle substitutes like, "Yes, I want my picture." >> Yeah. >> Certificate. >> Like that little kid, right? >> Home is here for nothing. I'll make sure he gets

016it. >> I apologize. We're missing a certificate, but it says what's on the pl here. Okay. >> And I will make sure that he gets it tomorrow. >> Okay. Our next employee of the month. Can I say that certificate, please? >> Yes. is Joseph Herrera. >> Congratulations. >> Let's see if she says it's on here, but I'm not sure it says it all. Okay, so um I have Susan's, not yours. We will get you your certificate as soon as we can. Just needed to read it tomorrow. >> Employee of the month. This is to certify that Joseph Herrera in recognition of your extraordinary dedication and service to the staff and students of Bars Unified School District. We are proud to honor you as the classified staff member of the month for the month of January

0172026. We do have your binder. We do have your desk box, your $25 schools first gift card, and we will get you your certificate. >> Sounds good. >> Perfect. >> That'd be great. Love it. >> Working with this. >> Get them, Joe. >> You know that's going to get me an email tomorrow, right? >> I got photoshopped. I got photo. >> Do you have family? >> Well, she probably just this is your what your >> all right >> get on here. >> Congratulations. >> You stand All right. >> Thank you very much. >> Thank you. Thank you. >> Thank you. >> You're welcome. >> There you go, >> Joel. Congratulations. >> Congratulations. Thank you. >> All right. Uh, our next employee of the month is Zavala. Yep, you're on you're on the spot. The employee

018of the month is is to certify that Ucio Zavala in recognition of your extraordinary dedication and service to the staff and students of Barci School District. We are proud to honor you as the district management staff member employee of the month for the month of January 2026. We do have your correct certificate and your binder, your desk plaque, and a $25 school's first gift card. So, I'm gonna have you do that. Congratulations. Thank you. >> Take a picture. >> All right. >> And I'm sure you want your lovely >> You guys want. >> Okay. >> Thank you. >> All right. Thank you. And our last employee of the month, and this is the one that no one is aware of until it is announced tonight other than myself, the staff member, their direct supervisor, and

019this is Christina Crane. And this is the superintendent's choice employee of the month. And the choice for January 2026 goes to S Susan Gutierrez at Barcue Junior High School. So, we'll make gets her certificate, her her binder, her desk plaque, and her $25 skills for card. Right. Thank you. Congratulations. >> Sorry. Yeah. All righty. Moving along. Um, we have no minutes to approve. Business from the floor. The board meeting is a business meeting between the board held in a public forum to comply with the Brown Act. It is not a town hall meeting with the board. This is the time for citizens to present problems or questions they feel the board should discuss. Individuals are encouraged to address the full board, not individual board members. The law prohibits the board from taking from taking action

020on items not on the agenda. Request to speak cards should be filled out in advance and presented to the superintendent executive assistant. Instruction for submitting remote public comment can be found on the on our website busdk12.com under the tab board of trustees. The board has a policy of limiting any speaker to not more than 3 minutes. The board limits the time for public input for each item or topic to 15 minutes or five individuals request to speak. The president may review the submitted requests to speak or take a poll of speakers for or against a particular issue and may ask for additional persons speak only if they have something new to add. Citizens who have commented on or against a particular um particular issue may be asked to provide written statements for the record or

021to sign in in agreement with the written comment of another citizen. All names are memorialized in minutes. With the board consent, the president may increase or decrease the time allowed for public presentations depending on the topic and the number of persons wishing to be heard. For the record, please state your name. >> Not at this time. Okay. Staff reports. First one. 2526. The USC local control accountability plan. >> Yes. Thank you, Mr. Goffrey. >> Yes. Now for the most exciting part of the meeting. Uh we're going to talk about the LCAP 20 2025 2026. This is the midyear report. It is 67 pages long. It is actually reduced down from 222. So, I did my best to give you succinct information. We have 13 goals in our LCAP. Um the first three goals are districtwide

022uh student achievement, parent engagement, and climate and culture are one, two, and three. Goals four through 13 are what's called equity multiplier, and those are specific to each school that receives equity multiplier funds. So we went from eight goals in the 2024 25 LCAP to 13 goals. So as you can imagine that creates a lot of a lot of language. Uh in goal one uh the most important thing to highlight here is that we will increase the percentage of students reading at grade level by third grade. Increase the number of English learners that are proficient and reclassify. Increase the number of students that are A throughG certified. It ensures students are prepared to graduate ready for college or a career. Goal one includes 25 what we call metrics. Metrics are how we measure whether or

023not we're reaching our goal. Uh the metrics primarily come from the California dashboard. The most recent dashboard is 2025. And you'll find as we go through each of these uh different areas uh in some cases as a district we maintained meaning there wasn't any um noticeable growth. There was a slight dip with language arts. We went from 89 points distance from standard to 96.4 distance from standard. meaning that uh the average student that took the CASP test between uh between grades 3 through 8 and 11 fall uh uh their scores were a little further behind what's called standard. Standard meaning they're prepared for the grade level content that teachers are delivering and the content is uh requiring. We did realize a gain in high school graduation rate across the district from 83% to 86.5%. We

024also saw an increase in I Ready scores for third grade. We utilize I Ready as a software platform to test our students throughout the year with what we call uh benchmarks to make sure that we uh know whether or not they're prepared to take the state test at the end of the year. We went from 95 to 105 being prepared. Uh CTE pathway completers, we saw an increase there. That's at the high school level, grades 10 through 12, uh 45.5% to 53.3. and our college and career indicator on the California dashboard increased as well approximately four points. Moving on to the next page, um page two of the metrics for goal one, English learner proficiency. Last year we saw a slight dip. This year we saw an increase. We actually increased over uh the previous

025year. We went from 34% to 40%. Our reclassification rate for English learners went from 8% to 10%. Uh one thing to note here our teacher miss assignments which is is a new uh metric shared on the dashboard in the 2324 school year it was 28.3 meaning about one out of every four teachers did not have a full credential to teach they were working on those credentials. Uh this past year it went up to 34%. So now that's one out of three. Uh that's that's a large determiner for uh student academic growth. Uh, and part of our job as a district is ensure that our teachers are prepared to teach. Um, the A throughG completion rate went from 18% to 24 and our AP exam scores uh went from 2.4 to 22.3. I checked twice to

026see if that was a uh clerical error or a glitch. It was not. So, that's something I'll be looking into with the high school to find out uh was their participation rate lower the previous year. um what were the factors uh that contributed to that? So, we'll bring that forward at at another time. Um with goal one, the actions that were are incorporated into the goal. Many of these actions are what what I would call historic. They've been there for quite a while. For example, class size reduction. We've been working on class rise class size reduction at the K TK through third grade level uh for at least five years now. Um when that came in, we brought that uh action into the LCAP. We've hired over the span of those years at least 40

027additional certificated staff um to the tune of um over $2 million. Uh 1.2 increasing instructional time. Another action we took as a district historically was to expand our school day from 6.5 hours to 7 hours and that was something that translated to additional pay for our teachers and it's tied to the LCAP. One thing to mention here, uh, we have over $19 million that in the LCAP, we have to make sure that is it is geared directly toward unduplicated count students, that's English learners, low social economic, and homeless foster youth. We have to identify what we're doing to address those specific students needs. Increasing instructional time is is a example of that. Uh, action 1.3 transportation. This is all about making sure kids get to school. So we attendance and they're here to learn. Um

028that's in to the tune of over $3 million that we've increased our contribution to this area because as you all know our district's kind of far and wide and our our kids live in lots of different places. We have our assessment program support that has to do with the software platform that you we use I Ready and Illuminate and also staffing. English learner supports includes our English language learner coordinators at the sites as well as ELD our ELD coach at the district level and uh additional EL pair educator support. Over the last three years we've increased that um almost twofold. So initially it was one pair educator for each site. I think we're up to almost 24 now. So there's a need there and we've filled that 1.6 extracurricular and co-curricular activities that supports college

029and career readiness. As you as you know, you'll you you receive um field trip requests for things like AVID to go on a Northern California tour. They go look at colleges. They meet with counselors. They sit in classrooms. That's part of the effort in that uh regard. We also utilize goal one to support our CTE program, formerly known as RO, my friend's favorite term there, the RO program. >> Yes, sir. Um uh we have I think 14 CTE teachers at our high school and they are directly involved in ensuring that our students are create are are achieving uh two-year pathway completion 1.8 preschool program for four-year-olds. That's our 4K program. Historically before the funding from Governor Nuomo changed uh school sites uh school districts were required to manage their own preschool program. We've done that

030for over 15 years. As funding has changed, our allocation to this action has has dwindled and we are at the point now where um uh the 4K students you saw in front of you, that program is now replacing the preschool program we have in our in our district. And then finally, uh long-term English learner specific professional development. That's handled by our ELD coach along with our pair educators. Goal two is all about parent engagement, engaging partners in a partnership that will support the education of our students as well as create a system of outreach that will create a collaborative culture. Uh if you have any time to let take a look at our LCAP and you want to take a look at the money that's being spent at each site with equity multiplier funds, you'll

031find that they have dedicated quite a few funds towards this initiative with liaison, attendance liaison, outreach liaison um and other staff. So that we have a family center translation service uh action whereby our staff utilizes both um funding from title one as well as LCAP to support our families. We pay for our parent involvement coordinators out of this funding as well as PBIS training. Our public information officer position is funded out of this POS um funding source. And then also our parent guardian student community alliance group. That's a mouthful. That's what um Miss Swearing heads up for our district along with Dr. Williams' support. Goal three is all about climate and culture. As you all know, we have been engaged in a lot of work in this area for the last five years and it

032we we saw it be prudent to have a goal dedicated to specifically. Um, with goal three, it's all about a positive, safe learning environment. And our statement of principles, uh, is the highlight of of that work. The metrics involved here, you'll find that with chronic absenteeism, we saw a drop across the district. We went from 45.2% to 44.6. Our suspension rate saw a slight tick up district-wide, 8.5% to 9%. on the youth truth survey, you'll find that the question which is I feel safe at school or my child feels safe at school for the most part across uh each grade level and across both parents and staff there was an increase of feeling safe. For example, high school students 34% to 40%. Middle school sta uh staff 50% to 62%. This is the third year

033we've u administered the youth true survey. So, uh, it's become part of what we do. So, this is the year that our our data is really strong and really giving us a good picture of what what the feelings are out there. Our expulsion rates remain the same, five and five. We had a slow slight uh decline in school facility um needs with the Williams Act. Our attendance rate did drop slightly, about half of a percent. And with goal three, the actions involved in this goal is again uh an area where a lot of historical actions are here. Um at one point about six or seven years ago, we included all the counselors and psychologists into our LCAP as a uh specific service to our indig students. primarily seven counselors and three psychologists providing school sites

034with additional counseling support to include peer counseling, psych psychologist support principally directed to our e foster youth and low-income students. Um 3.2 which is titled school climate supports. This is where we've identified uh assistant principles at the site, our dean of students. Uh we have some behavior intervention aids. We have PBIS PBIS wellness teachers coming out of here, but also um uh school administrative managers, our SAMs are now coming out of goal number three in our LCAP. And I think we have SAMs at at seven of our sites um that support our certificated administrators with managing campus. Uh one of our SAMs was just here tonight, Dan, Miss Danielle. Also we have a partner partnership with CA help which helps us with quite a bit of training around the judgment uh as it relates to

035child find um suspension protocol supports as well as others and this is where the information um the dedication to our Swiss PBIS data that comes out of action 3.3 uh with the um inception of our bar fine arts academy seven or eight seven years ago I think uh part of the um initiative of the board at that time was to ensure that we had a um I guess rockstar facility. So that uh action is in uh goal number three and it really is all about supporting uh creating pathways for our students to eventually reach the high school with the fine arts pathway there uh moving through Bar Intermediate School, Bars Junior High School and then eventually Barstow High School. Uh action 3.5 uh positive behavior intervention and supports. This has a lot to do with

036um training MTSS multi-tiered systems of support and sending teams of of team of um employees to be trained. Uh 3.6 restorative practices professional development and student transition supports. This is where the position for director of supportive school climate lands. our CWA position as well of as well as our central enrollment uh staff which came on uh three or four years ago and that's really been a godsend to be honest with you. I having all of our enrollment coming out of one centralized area has really made life much easier on our families and we're able to get services to our families and kids much quicker because they all go to one place and our our PBIS district coach that position comes out of here as well. uh 3.7 campus safety assistance as you have already uh

037seen you've uh approved campus safety assistance across the district. Um title 9 UCP coordinator comes out of this action as well as campus security and SST coordinators. And finally, I wanted to point this out because uh this was something that I think two board meetings ago our friends from Barster High School came and presented that they wanted help with our band uniform replacement that's in the LCAP. I actually spoke to Mr. Navaro about that. We've got a plan moving forward to support that initiative. And that's not just for Bora High band. That's for sports from STEM all the way up to the high school. So there's a process we have in place already with Mr. Williams whereby he will identify sports each year that needs to have replenishment of uniforms. Um and it's a pretty

038welloiled machine. >> All right, take a breath. Those are goal actions. Um I I did skip over and I I will highlight the fact that for each of the goals, for example, goal number three there there is 17,951,914 allocated to complete this goal. Up to about the middle of January, we have expended or encumbered 13,813,730. and it and when you look at the report, you'll see in goal two and in goal one, we do a pretty good good job of spending down those funds. Part of that has to do with the historical context of the positions that are in there. One thing you're going to find as we move forward with equity multiplier, uh sort of a newer concept for us as a district, new money that has come to us and we actually receive

039the money, uh then we create a plan and then the next year we spend it. So, we're kind of constantly a year behind. Um, so what that means is there's always money falling to the bottom. That's number one. Number two, many of the uh actions that are listed that I'll cover have have to do with employees going out and hiring people. Uh, not only certificated, but classified. And as you know, um, sometimes we have struggles with finding certain certificated employee positions just because they're not out there for us. um as well as with our classified folks. Uh for example, with PAR educators, if uh Montter Elementary wants to uh hire five kindergarten paras full-time, what happens is the five, if he has five, let's say, the five part-time will then have to apply, interview, be

040hired, which takes time. Then you have to backfill the positions that uh are there uh already. So it's it's a little bit of a process. So there's constantly a lag. So as you see the uh amount of dollars that haven't been spent at the in the equity multiplier goals, keep that in the back of your mind. It's around personnel. It's around the kind of lag time that it takes to hire people. So with goal number four, uh equity multiplier bars high school. um the change from last year, last year's LCAP, which and by last year I mean 20 425 Barel High School was lumped into a goal with other schools that had similar needs. Uh one of the things we have to do with our equity multiplier goals is identify the student groups that are

041performing in red on the dashboard. Not all of them perform in red. um some of them are doing just fine, but we have to identify those red forming groups and we have to create actions around that. Um and you're going to find that many of our school sites realized gains this year, particularly at the elementary level. So for this year when I go to start writing the LCAP, we're not going to be looking at as many red groups. We're going to look be looking at yellow and orange because these kids are moving. They're doing well. Um that's a little bit of a difference from the district's uh data. The district data is sort of remaining constant. So what that's uh what what has been coming out of the survey information is we have a lot

042of students and families that are moving back and forth both out of town in town or between schools or starting with us and leaving halfway through or vice versa. um as a district we're trying to find ways trying to create actions to soften the blow of the constant transition that our families are going through. So that's that's the work we have in front of us. Um with Barto High School, if you look at the at the uh metric sheet, you'll see that they are uh focusing their equity multiplier money on the state test CASP ELA. In the 24 dashboard, the three uh school, excuse me, the three student groups that were identified performing red were all students, 57 points distance from standard. Students with disability, 161 points distance from standard. And WH stands for white

043students 40.6 points distance from standard. Now that number is uh static, meaning it means one thing. The fact that these numbers represent red is a different thing. And I don't want to go too far into the weeds with this, but as you look at the distance from standard for some of our other schools, you're going to say, "Wait a minute. There's a student group here that's 121 points, and Barcelo High had a group that was 57 points. Why are they both red?" Um, that has to do with performance year-over-year. If a student group doesn't make continued gains, it's a a a grid that's kind of complicated, but basically you slide back. The student group slides back if they're not continuing to make gains. So, looking at the 25 dashboard, you'll see that there are more

044students groups student groups listed here. But I want to point out the old student group, they may gain. Uh it's it's kind of a counterintuitive thought, but when they go from 57 to 54.3, that's a good thing. That means they're closer to standard. Students with disabilities went from 161 to 165. There's more work to do there. White students 40 to 46.4. Um with the math performance, Barca realized quite a bit of uh gain here. The staff is very proud of this. All students went went from 157 to 132. Quite a quite a big difference. English learners 207 to 162. That's quite a big difference. Hispanic 160 to 139. SEED soio economic disadvantage 175 to 152. And students with disabilities 228 to 224. So there's more work to do in language arts obviously, but there's a

045lot of celebration around math high school. Moving on to page two of that uh metric. Suspension rates went down across the board. I won't go into all of them with you, but you can see them in black and white. Uh there's a lot of work that that they've been doing with their CRPBIS teams and developing their tier 2 and tier three teams to support struggling students. Uh they did see a slight dip in the English learner progress from 44 points 44% to 31%. and the actions listed. Barsto High School is probably the best example of the lag in hiring staff. Um you'll see that um almost all of their equity multiplier actions are around staff and intervention teachers um credit recovery teachers, credit recovery pair educators, um credit recovery liaison office assistant, point quest board

046certified behavior analyst, behavior therapist, uh increasing safety campus safety assistant hours, that's adding people in uh campus safety assistance, that's adding people, peer counselor, that's adding people, bilingual leazison, adding people. So, you'll find that many of those actions haven't been fully implemented. I think actually there's two or three um um positions on tonight's agenda where we're we're hoping that you'll approve the equity multiplier positions for the high school. Um one area to to point out um where they realized uh uh adding is the peer counselor. They've added camp campus safety assistant hours and I think tonight's agenda is around an attendance um position. The 4.13 two bilingual parent attendance leaison. Goal five Cameron Elementary. Cameron's an example of a school site that has made great gains over the last two years. If you look at

047their metrics section, they are focusing on language arts and math state testing. And looking across the board there, gains across the board. All students went from 80 to 49. Remember that's a counterintuitive thought. African-American students 114 to 91. And we're talking language arts here. Socially, economically disadvantaged 84 to 48. Huge gain. and Hispanic students actually were added to the 25 uh equity multiplier which is a red performing group. And again, if you look if you compare the number 29.6 to the uh group above them, 48.9, you're going to say to yourself, why why are they now listed as red? It's because we have to continue to make growth. That's the whole point behind that. Math, the only student identified there is African-American going from 94 to 91. Good news. Chronic absenteeism really uh improved uh

048dropping from 39 to 20 for English learners, 74 to 46 for homeless youth, 61 to 55 for African-American, and then the two groups there that um did drop into red because they saw an increase. Uh only only area where maybe there's a place to focus some energy on is 35.5 for EL progress going to 32.3. Mr. Um Lesie was able to expand uh over almost 350,000 of a allocation of one almost $1.1 million and again that includes money that's fallen to the bottom that wasn't expended the previous year. So we'll be going through um conversations to spend down those funds as well. Uh student well support staff, parent family outreach, reading intervention teacher, which he has done. He did not hire his English language development teacher. We weren't able to find one. um expanding classroom

049instructional supports. I can tell you that you've done a really good job of um doing that where uh he asked for 11 additional PAR educators and I think we've almost hired all of them and they're working in his reading intervention program. It's a it's a rockolid program. I would say it's probably the the uh bellweather program of our district and we're trying to learn from what they're doing. Uh 5.5 is um supplemental crash classroom instructional programs. One of them being magnet magnetic reading. We did a walkthrough last week. We walked through the magnetic reading program while it was in action. Wow. They're doing some great stuff. It's really impressive. A lot of direct teaching going on, a lot of assessment on the fly. Um really good stuff. If you ever have a chance to go

050check out magnetic reading, make sure you do it. uh goal six, Lynwood Elementary. Um if we look at their uh their metrics, they again, which every school is doing this, they're having to focus on language arts and math. Uh Lenwood did see uh a little bit of a anomaly with data this year. Last year they saw some increases. This year say they saw some declines. You can see the numbers there, especially in language arts. With math though, it's kind of flip a kind of a flip-flop. They saw increases. uh all students went from 103.6 to 95.5. English learners went from 103 to 90. Social economic socially economically disadvantage went from 109 to 100. And students with disabilities 163 to 147. So we told Mr. Rubio, whatever you were putting in the water during language arts

051time, put it in the water during math time. We'll get we'll get moving here. Um chronic absenteeism did drop as well. And Mr. Rubio does a great job with his um suspension rates. Um I think he might be at zero this year. So he's doing really well. The actions there, he does have a parent leaison. He has initiated co-curricular b uh field trips. He does not have student well support staff other than um I think he has a campus safety monitor. Expanded classroom instructional supports. He has hired additional pair educator support at his site. Uh 5.5 additional pair educators. He has a reading intervention teacher and his supplemental um classroom instructional programs. He's looking to order, he hasn't done so, 40 iPads to support one of his programs there. He's expended about half of his

052allocation up to this point. Goal seven is Central High School focusing on uh graduation rate and college and career indicator. Uh Mr. Nor Van Norman school has realized gains across the board. Graduation rate has gone up. Is that that's really good. He's in a was year for his independent study program. So that's good news. And his college and career uh indicators all went up for each of his student groups. He did not uh was not able to hire or has not yet able been able to hire explan expanded classroom instructional sports. Those are basically par educators. Stop for a second. Any questions? thought. Sorry, I'm kind of rambling here, so I don't want to be >> I had a couple if you guys didn't >> Sure. >> Um, a couple I was just have been

053curious about for a while. The DFS numbers, are they the same relative to grade? Meaning if say third grade is 100 DFS and then in 11th grade is 100 DF is that is that constant or does it is each grade have some variance in there on that number? >> There's definitely variance with how the numbers are calculated. >> Okay. >> Even when you receive a report at home for each of your children, the numbers are different. They do that on purpose to to so as to not uh allow people to compare. >> That's what I was kind of wondering. That's exactly yeah where I was going is like hey is this you know if I'm seeing a 100 here at this level is it relatively the same you know at this level >> it's different

054and I I think uh Dr. Williams would be glad to give us a presentation someday in the future because he's really well versed on this. So yeah, he's he's got definitely the handle on that one. >> Okay. And with the funds in on each of these different banks, I believe I was hearing you say that they can go yeartoear. So with the equity multiplex, I was just wondering either inter fund transfers or year-over-year or what is it just to make sure they can utilize the funds? >> Yeah. Um the way uh Doug's department has um structured the funding, they're they're tied to a school which is required by the state. Whatever drops to the bottom for this year will carry over to next year. And um uh the guidance we get that is that each

055site has to determine what types of actions are going to initiate. However, uh myself, uh Miss Fischer, and one of our county consultants, we're getting ready to start that this uh this season again. We go out and meet with each principal, and we talk about what are their needs based on their metrics. What are other schools in our district doing that's be that's shown to be a plus and a positive? Let's take a look at that. Let's see if that's something you want to do as well. And then what other ideas they have? uh the magnetic reading for example at Cameron he's the only school site doing it but I would imagine as we continue with our literacy initiative that could be something that we want to really expand across our district >> so we

056won't just so I'm understanding right so we won't ever I mean obviously we want to try to spend all of it to get the most impact right but due to hiring sometimes I can that's challenging but we wouldn't ever be at a place where we would ever be dropping off or not utilizing funds so long is basically if it hit the bottom for sure we're at least utilizing at least all of that plus going into that next calendar year's monies just to make sure we're not losing any. >> Yeah, I think there's a couple of things there with that question. Uh Bartow High School was an equity multiplier school year one. They dropped off year two. The money stayed with them though and we had a goal in place for them. They're back in again

057this year so more money came. >> Um that's number one. Number two, everything I'm hearing, and I think Doug might be able to affirm this, is the money is not going anywhere. It's going to stay in our district, and we're going to have it at our disposal to attack the needs that we have for our students. >> Yeah. I like I said, I I know, you know, with hiring and everything, sometimes we don't get it. We We want to, but just really would hate to ever see any of those dollars. >> Yeah. And and I can tell you over the last couple of years, uh, school sites have shifted gears. like, you know, I can't just I we can't hire a BCBA. Let's think of something else. >> So, they are being proactive about trying

058to find other ways to spend the money. >> Ask a question. What what like you said, Bara High School was on there. They started and then they dropped off. What was the reason? >> Uh let's see. I'm going to I'm going to turn to Mr. William, Dr. Williams here. It's 25% mobility rate. >> Yes. >> And what's the SED number? >> 75%. So, if a school site has 75% of their students that are low soio economic and there's a 25% or more mobility rate, they qualify. The last one I had was about our pathway um with the specifically I believe it was goal three when we're looking at fine arts and I know like big picture we wanted to connect the dots between say them having an art program a drama program in you know

059from the elementary then all the way up to the high school. Are we I don't know. Do we have that right now like or as far as like junior high and I don't know that may be kind of your question kind of a George's question but I can say yes. >> Okay. >> We are we we are developing the through line >> with uh staffing and um arts resources and activities for students at Barca Fine Arts leading into Barcel. They have a music teacher now, for example, um leading into Barca Junior High School where they have a drama teacher now as well as their band teacher. >> Uh they also have an art teacher uh then funneling up to Barcel High. Uh you're going to see one of the new courses, not new, but revamped

060courses at Bara High today for approval. So yeah, it's >> okay. I knew we were working on them and we had approved some of the descriptions. I just didn't know if we had all those gears in motion. So, >> yes, we do. We're not all the way there, but >> we're moving forward. >> Thanks. >> Okay. Uh, goal eight is Henderson Elementary, uh, CAT performance ELA, CAST performance math. Um, you'll see that, uh, sort of across the board, their numbers, uh, kind of reflect the same across both content areas. A little bit of a dip, a dip this year. However, they did not add any student groups. So that will make planning for this coming LCAP um maybe a little easier to identify specific actions and services for these student groups because in some cases

061the actions and services might be different um for low soio economic students as opposed to African-American students. So that's something we'll be talking about. Uh the chronic absenteeism, this is something I do want to highlight. Uh this is one of our very few schools that their chronic absenteeism rate continues to climb and it's it's kind of across all student groups which does uh play into how students are performing on their state testing. So that's some that's an area we need to work on with Henderson Elementary. Um, as far as the actions, um, expanded classroom instructional supports, 4.5 educators, a bilingual parent liaison, which I think they have. They do have a reading intervention teacher and a math intervention teacher this year. Um, they asked for a residential sub. We we have not uh filled that

062position and I don't know that that will continue forward in the next LCAP. Literacy and professional development. You'll see if you go on their campus that their teachers regularly are engaged in scholastic training where a coach comes in and works with individual teachers, sideby-side coaching and group coaching as well as walkthroughs. So that's all in uh as well as with the county math training that they they have um social emotional learning assemblies. She does a really good job spending that money. They've had quite a few this year already. And that's one of the areas uh we need to work on as a district uh to ensure that the types of seal assemblies that we're offering uh are being prevetted at our level and addressing the right areas of concern for example bullying which is part

063of the judgment that we're under right now. And then also student wellness support staff. She did hire a campus safety assistant. Goal number nine is Montter Elementary. This is another school that you'll see their metric page. uh looks pretty impressive. They've made gains two years in a row. Um I won't read them off to you, but double digits across the board. Almost every student group, if not every student group, um I don't think I see one right now at all. No. Um 20 and 30 points uh closer to standard, which is really good news. Um if you give Mr. Dominguez a minute to talk, he'll talk to you about professional learning communities. uh and it's really worked for his school and we're init we're uh Miss Swearing has initiated an effort to make this a

064district-wide effort. Um and you'll see on the actions that's one of the things that is one of his primary actions special learning communities training and supports. I want to say he has spent this year over $200,000. That includes um uh training at the beginning of the year, training during the year, coaching during the year, not only coaching for his teachers, but also coaching for him as a as a site administrator, and then there's follow-up training that they go to every summer. Uh I think this might be the third year of this initiative for him. The legs have really gotten under the school for this, and it's working really well. He did not fill his reading intervention teacher to start the year, but I think that position is coming in now uh after a teacher finished

065student teaching. He does have student wellness support uh staff in place. Um he has a new counselor for that matter, parent attendance leaison, he does have that and he did hire his three additional full-time kindergarten fair educators. So he did a pretty good job spending his money. Uh as of the middle of February, he's over 50% near 60%. Um and that's an area as a district we're trying to improve our practice which is to support our sites with spending their money and um making sure that our oversight in that area is rock solid. Crestline Elementary is goal 10. They are focusing again on language arts and math. their numbers kind of reflect um Lenwood Elementary in some ways where uh on uh well say it I'm lying Crescent Elementary they saw gains uh with uh

066English language arts 12point gain for all students 7 point gain for African-American students slight gain for Hispanic one point and 11 point gain for socioeconomically disadvantaged and with their math performance a gain of 12 points. So they're they're making good progress. Press Line is another school that has a very low suspension rate across the board and their chronic absenteeism for students with disabilities has decreased uh 9% folks. Similar to the other sites, especially Henderson, Crestline engages in specific language arts and math training with outside coaching. They do have student wellness support. Um they do have additional uh pair educators. You saw a couple of them here today. They're part of the PK County uh parent engagement process uh which uh comes in uh the folks come in and they train families and parents on how

067to be uh strong educational partners with their students and to ask the right questions and uh how to uh be supportive. And finally, they don't have their reading intervention teacher this year. Uh that was one of those uh areas where we weren't able to fill it, but I'm sure we'll bring this back next year uh because it's a great need at Crest Lane Elementary. Skyline North came in came in as an equity multiplier school this year. You'll see that their data on the metrics page, they've made gains across the board in every area uh both with language arts and math. Uh you'll notice that the performance indicator for math in the 25 dashboard for African-American students says NP. That's because less than 11 students had generated scores. So when that happens, they don't give a

068red or colored indicator because you'd be able to possibly identify who those students are and we don't want that to happen. um with their um actions and services. They do have reading and math intervention services for their students. They have done a really good job of generating extra and co-curricular field trips to address chronic absenteeism. And they've added expanded classroom instructional supports by the way of um additional full-time pair educators. Goal number 12, Barson Junior High School. If you look at the metric page there, you'll notice that they have probably the most number of uh metrics compared to the other sites. They have probably the most number of student groups listed that performed in red during the 24 dashboard and 25 dashboard. But I will point out from 24 to 25 both in ELA and

069math, we're seeing an increase, meaning they're getting closer to standard. Um, in a lot of cases, it's close to 10 points for each student group. Long-term English learners, ELTEL, 180 to 155. Social economic disadvantaged students, 163 to 115. Um, and that would be for language arts. For math, you'll notice that for English learners 218 to 196. SED students 181 to 192. That's an in that's a decrease actually. Students with disabilities did see an increase from 240 to 218. And remember that's a counterintuitive thought there. They have quite a bit of um with the suspension rates. You'll see that there are increases there. Uh Dr. Williams and I have been spending a lot of time with our consultants trying to devise some ideas and plans to help them with um really targeting the needs for reducing

070their suspension rates. Uh I know that they now have a uh functioning CRPBIS team and we're looking to see that expand and become very robust. So we're looking for that to produce some results. As far as the actions, Barson Junior High School is probably another example of a school that hasn't quite been able to fill positions up to this point. Um, they did uh allocate 40,000 towards professional learning communities, excuse me, professional learning communities training and sports. None of that money has been expended up to this point. Uh, expanded classroom instructional supports for additional full-time pair educators. I think that's actually one of the other positions that's coming forward to you. Co-curricular field trips for PBIS incentives that is um happening right now. A bilingual parent leaison that's been in place for a couple of

071years. Uh wellness teacher, they actually have two. Uh we've had a little bit of a hiccup with staffing changes and um at this point I think they might have one but still need to fill the other position. Don't quote me on that, but I think that's what we're looking at. uh in her um in that action she also identified a point quest behavior specialist. At this point I don't think we've filled that position uh due to staffing and also a wellness counselor. All right. Uh and last but not least, Bars Intermediate School is now an equity multiplier school as well. Now with the entirety of grades five and six, they qualify. If you look at their metrics section, uh you're only going to see all students listed. And part of the reason for that is

072there has to be at least two years of data for the state to give an indicator of a color. And because the fifth and sixth built out over two years, uh that was not um able to be accomplished. The 26 dashboard will include color indicators for Barry Intermediate School. uh you'll see that for English language arts uh they did see a slight decrease from 117 to 131. They saw an increase for math 169 to 157. Very big uh decrease for suspension rates from 26.7 down to 18.1. The chronic absientism rate however did increase. They did see quite a large gain in English language progress, excuse me, English learner progress. 26 to 35. And uh Barstow Intermediate is another one of those sites that hasn't quite been able to fill their positions. Um I I think

073there may be a couple of extra pair educators that have been hired, but in the case of any of the other positions or hasn't been a social worker um hired and uh the rest of the other paras have not been hired as well. Okay. So kind of put a cap on it. This is our midyear report. Uh the next step for me as the lead for LCAP is we will uh I will uh download all of the data from our LCAP survey that's been out there. I will take that disagregate it. I will bring it to the parent advisory council that um meets in April. I think might be March but I'm not sure. Anyways, that group will get together and take a look at the data. Uh make some assertions about what they're seeing

074with the data. They'll compare that to the the actions that are in place in our current LCAP and they'll give us input as to what they think is working and what they think could change and what might need to be added. So, all that work is going to happen over the next couple of months. Uh along with that, as I mentioned earlier, myself, Miss Fischer, and one of our county consultants will be meeting with each of our equity multiplier principles because what they're doing right now is they're meeting with their educational partners to do that same work I just described with our parent advisory council. So, they'll bring that information to that meeting. We'll identify the actions and services that they want to uh focus on and then all of that we pull together into

075a 222 page report that I will be bringing to you in June. >> That's it. >> Thank you. >> Any other questions? >> Oops. Okay. Uh next we have the Williams report. >> Also, Mr. coffee for you. >> Yeah. >> Uh want some water? >> This is our second quarterly report from the Sanino County Superintendent of Schools uh around the Williams Act because we are in a two-part system now with Williams. Uh you'll get uh much of this data in the third quarter. However, in the school accountability report cards, there were no inaccuracies. So, we got a gold star there. uh the teacher assignments will not be completed before April 1st. So then uh that data will come to you in the third quarter in a letter to Miss Swearing and instructional materials I presented

076to you before about the six sites that were reviewed in August. There were four sites that are were reviewed in January. That information will come to you in third quarter along with school facilities. Any questions? >> All right. Next, we have the enrollment report. >> Mr. Beaton. >> Uh, district enrollment for month six stands at 6,55 students, reflecting an increase of 22 students compared to 6,33 students at this time last year. Uh, the increase is driven by the elementary enrollment, which has grown by 61 students yearover-year while high school enrollment has declined by 39 students. Uh district growth remains positive with a net increase of 22 students compared to last year. Elementary enrollment continues to rise up 61 students demonstrating strong demand in an interest at early grade levels. High school enrollment shows a modest

077decline of 39 students reflecting normal shifts across grade spans. Um short-term monthly fluctuations are present but the overall upward trend signals continued district stability. Overall enrollment trends reflect continued district civility and ready and steady year-over-year growth. Strong elementary enrollment provides a dependable foundation for future secondary grades and supports long-term strategic planning in staffing, programming and resource allocation. While enrollment distribution may shift across grade spans, the district remains well positioned to maintain operational stability, sustain program strength, and continue delivering highquality educational opportunities for students. Is it >> okay? Any questions? >> All right. Monthly cash report. >> Also, Mr. Beaton. >> Thank you. Our cash position remains strong and continues to reflect sound financial management. As of February 17th, 2026, the district's cash balance in the county treasury report is 58,84,8856. Uh overall this balance provides

078significant liquidity to meet payroll vendor payments and all short-term obligations as we move through the second half of the fiscal year. At this time there are no cash flow cons. >> All right. Next we will go to the superintendent report. >> Yes. Thank you. Good afternoon board members, staff, and guests. Congratulations to our Barcelo High School boys and girls wrestlers who competed at the CIF wrestling individuals on February 13 and 14. A total of six wrestlers, two girls, Joelle Blaine and Kayla Stevens and four boys, Xavian Mack, Leonitis Nava, Marcos Nava, and Maximo Nava qualified for the CIF Masters. The CIF Masters Competition was held this past weekend. Although we didn't have any wrestlers qualify for the CIF State Championships, we are extremely proud of all of our wrestlers. Thank you to Bars Community College

079for hosting a group of Bars Junior High School students. Barster Junior High School students visited classrooms, the performing arts center, the learning resource resource center, and CTE workspaces. We appreciate BCC for allowing our Barca Junior High School students to explore the many opportun opportunities available to them. Special shout out to two former BUD students, Ashley and Noel. No, I don't have their last names at this moment in time, who organized the visit uh for our students. Great news, our Barstow High School esports ease text team went to the county regional qualifiers this past weekend. Several students competed for top honors. Ben Banell placed first in the high desert February faceoff. The Barstow High School esports group is composed of Ben Banell, Bailey Deapa, Eden Ruboca, and Federico Reyes. This group secured four county invitations for

080the May County Championship. And this afternoon, we discovered a beehive, I'm sorry, a hive of honeybees had taken over one of our small pi small pine trees to the northeast of the district office building. Having had experience with honeybees stopping for a break, I was aware the bees were not here permanently. B USD does have a resident beekeeper who works for our FM department, Jimmy Sworthout. Mr. Sworthout came by and carefully assessed the hive. He confirmed they have stopped to allow the queen to rest and will likely move on, but could choose to stay. The decision was made to have Mr. Schwartthout move the hive to a safer location where the hive can be properly cared for. We are grateful that Mr. Sworthout is able to move the hive tonight. Please be aware and cautious

081as you leave the district office this evening as some lost honeybees realize their light bulb moment is that their hive is missing and they begin looking for where it has gone. That's my report. >> All right. Attacked by bees, huh? >> Yeah. Right. >> Okay. Board report. Miss Given. >> Hi. Thank you. Um, the little ones here tonight was just so nice to see them. They did a great job. So, kudos to them and kudos to everyone, all the employees and team members who received recognition today. I do want to thank my fellow board members and the superintendent. We're doing a lot of work, you guys, to really bridge the gap on the disconnection between the community and the district. So, I just appreciate you guys for being committed to being a part of the

082solution. That's all I have. >> Thank you, Mr. I'd also like to uh express my uh my joy in watching these little kids perform. They did a great job. And uh also to our uh employees of the month. Uh it's great to see see that happen. That's all I have. >> Thank you. >> Yes. You know, also like to uh thank Chrysline School for being here. I, you know, uh I didn't know they changed their uh mascot, you know, back in when it opened in 1967. My brothers and I, we opened it up. I was in fifth grade. And one of my younger brothers won the contest for uh drawing the mascot. And it was a gopher. And uh to my surprise, it's not the golfers anymore. I guess time has passed me by. and

083uh and the uh employees of the month. You know, I worked with O Joe when uh I was the lead custodian at the high school. He's a very good uh worker and he's good uh uh he's good for the district and I can remember Mr. Zavala when he was a teacher. I was subbing maybe about four years ago at uh at STEM and I got there. They were calling me and calling me and I finally said, "Okay, I'll go in at 8." And uh then the your uh first duties there is cleaning like about four classrooms. One of his classrooms is one of them. And uh to my surprise when I got there, he was dumping his own trash. You know, that goes to show you what kind of commitment he has and what kind

084of character Mr. Zeala has. You know, we have a lot of good employees here in Barstow Unified School District. You know, uh Lala, another one. and I can remember when she started off at the night school secretary and uh she's worked her way up and um uh it's it's awesome to see a lot of uh the people that I worked with working the way up and then there's a lot of people I didn't recognize at all you know so uh we're moving on and just like Elizabeth says you know we're trying to make the gap between the public and us you know and I know there's a lot of uh things on social media these people are going to a certain person and oh uh the district's not doing this you know I you know

085I'm not a social media guy even whatever some people think that that I am you know uh but some of the names and some of the things I no one's ever approached me with some of these problems you know I mean I don't know approached anybody else I you know some of the names I see there is blanks you know what I mean and uh uh you know people coming up with these uh anonymous complaints you know I I I don't agree with it. I think it's a sham. I think it's terrible if you don't have enough guts to come up here and say what's on your mind. You know, I don't think uh we should even read or or consider anonymous complaints, you know. Uh I I just don't, you know, I mean, I

086know it's tough to come up and and uh and express your feelings and stuff, you know. Um when I had a I I took two oaths to this office. Uh I just just recently took one. I didn't take a note to nobody at city hall, you know. I didn't I'm nobody's lap dog, you know. Uh a malignant narcissist I don't answer to. You know, I'm who I am and I'm here to take care of the students of Bars Unified School District, the employees. Um if someone has something to say to me, they can go ahead come and tell me. you know, I I'm I I I don't bite, you know, but I took my rabies shot, so if I do bite, you're safe, you know, >> we're safe. >> Um, you know, it's just uh

087I just can't believe it. You know, we're a small town and we should uh all the entities should band together and take care of each other. You know what I mean? And my god, we're here taking care of students. You know, the staff here, they're doing a heck of a job. You heard Mr. Godfrey just uh give his presentation, the LCAP, you know, uh Mr. Williams, uh the superintendent, you know, I mean, we're all committed to taking care of kids, you know, and I'm sorry sometimes uh you guys, the public say something and and they don't agree with it. You know, it's very easy to point your fingers at somebody. It's very easy, you know what I mean? It's very easy. But, you know, come come and do something about it, you know, come, you

088know, come approach us, you know, because uh some of the names I see on the thing, I you know, and then some of the people that are complaining, you know, hi Tony. No, no, tell me. Here I am. Tell me now, you know, don't hide behind a phone. And, you know, uh that's uh I grew up in Wendy Pass and Main Street. You know, back in the day, back in 1963, we would have called somebody like that a coward. Thankfully, let me share. Thank you, Miss Held. >> Um, just wanted to echo the sentiments of the earlier board. Um, one for the employees and two for the students. Um, I know the employees are doing work constantly every day. Um, and it doesn't always get noticed by everyone, but it is nice whenever we can

089take time uh to officially, you know, recognize them for all the hard work that I know everyone is doing. So, thank you for that. Um, also thank you to all the parents, teachers, parz, you know, and the superintendent as far as just having the kids here. That I was telling Mr. Williams, that's the best part of the whole meeting for me at least. U having them here and that constant reminder why we're doing what we're doing. Um, so definitely appreciate it all the way around. Um, and the last thing was a side note. Um, last year we didn't get to have the message out super early, but I did want to start putting it out sooner. um is for um with United Way, we'll be putting out the teacher grants again. So, we're it's being

090upped from 4 to 6. So, if there are any teachers that are interested uh you know, contact on the United Way side, but just trying to get the message out sooner so more teachers can take advantage of that. >> Oh, well, thanks. Okay. Well, uh this week it's been pretty busy. I was um I went to Desert Sanctuar's um teen dating violence uh program that they had at the junior high school. Um very good. Um really enjoyed it. Um, we're also having for the entire community and the other schools that who didn't get a chance to have it, um, a teen dating violence popup on Friday from 3:00 to 5:00 at Desert Sanctuaries, uh, campus. They're on 7th and Main Street. Um, I like pop-ups. Yeah, I like doing pop-ups. They're very easy to do.

091Um, and I'm supposed to be back at Barcel Junior High School Friday, I believe. Um, it's not an EXP, but it's a program that they use for their their students and they put them together more more along pure counseling. So, I was invited to come back on Friday. So, I'm excited to do that. We've been um of course dealing with Kuanas all up and down the 15. Um it's always an enjoyable thing, but um really all I have. It's a lot of things going on. >> And if I may, I do have those names. As I was giving my my um presentation, uh received an email from the person I reached out to. If I may, the board will allow me. Uh I'm being informed that the students who organized uh the former students that

092organized that Forester Junior High School trip to the college are members of the BCC Associated Student Government. Noel Melendez who's the president. She's planning on attending UNLV after she graduates this year. Ashley Ariana Ariano. She is senator of student clubs and organizations. She's planning to attend Cal Poly Humboldt after graduation this year. and I'm told they both graduate this year. And in addition, their very own a um the I think it was part of junior high school ASB president Rockco RmIrez attended the trip with us to BCC. So, or he's part of their ASB. I'm not really sure. Anyway, wanted to make sure I gave you that information. It was it came in right after I gave mine. So, >> perfect. >> Thank you. >> All righty. Uh we have no student representative tonight. Okay.

093Next we'll have um representative report BEA. >> Good evening. See I emailed it to you because um >> yeah I forgot it. So if you can't see me it's because I'm short and I'm trying to read. >> So good evening. Um the Bar Education Association looks forward to working with the board as you make this important decision regarding our interim superintendent. We appreciate that you value and include our voice in this process. As educators who serve students every day in our classrooms, we believe our perspective contributes to the ensuring strong collaborative leadership during this critical time. Whoever is selected, we are committed to working alongside that individual in alignment with the board's goals and direction. Our shared priority is clear. To move our district forward, to successfully navigate the judgment we are facing, and to

094exit direct technical assistance by making the thoughtful and necessary changes our district needs. This is not about opposition. It's not about drawing lines. It's about a partnership. The relationship between BEA and the district is not a bridge we're trying to build simply to cross temporary gap. It is a solid foundation like the bedrock beneath a building that supports every wall, every classroom and every student inside. A bridge connects two separate sides. A foundation unites everything into one strong structure. We do not see ourselves as standing apart from this district. We see ourselves as part of the same structure working toward the same mission. To move forward, we must operate as an uni one unified team. the school board, district cabinet members, BEA and CSEA. When we are aligned, we are stronger. When we communicate openly

095and act with shared purpose, our student benefits. Unity does not mean we will agree on everything in every detail. But it does mean we are committed to working through challenges together with respect, professionalism, and focus on solutions. We are ready to collaborate. We're ready to problem solve, and we're ready to do the work necessary to restore stability, rebuild trust, and ensure long-term success for our district. Thank you for your time and your leadership and your continued commitment to students and the staff of Barstow. We look forward to working together. >> Thank you. >> All right. CSEA. >> No. All right. Personnel Commission. >> All right. Good evening board members, staff, and guests. This is the report from the personnel commission. Uh we currently have one interview in progress or one classification in interviews. There's one

096recruitment that is moving to the testing stage and we have zero recruitments open and uh recruitments will open after Thursday to uh capture some job fairs that we're going to be attending. Uh currently we have 388 classified employees, 164 8h hour full-time, 135 benefited part-time, 89 non-benefited part-time, and as always, we have 18 classified management employees. On the classifications, we have on security, we have no vacancies. On safety, there's two other positions that are coming to you uh later on in the agenda. though the high school is going to have a total of four uh two of those positions still have to go through the transfer mode process. So that'll that'll be another two weeks. They may fill two and two or wait and do all four weeks is up to them. Uh the custodial

097the custodial list is ready. We have round one of interviews this Friday, February 27th. So we're going to try to fill some of those with some of the transfers. Then we have another group of uh another round of interviews, group interviews on March 3rd at Skyline to fill uh the remainder of those of those new positions of all the vacancies and then there should be another round of interviews to backfill. So we'll have to wait another two weeks after that go through transfer the mode and back fill their transfers on uh testing. We completed the PAR educated testing. We have a list so that's ready to go. If you're wondering where we are in the priority list, uh there's a senior OA that we're going to schedule testing shortly. So, we're finishing those minimum qualifications.

098We're going to move that to testing and then the PAR educator interviews come after custodial. So, that's the next and then we'll just go through the rest of the list. Um we did conduct PARL interviews last Friday. Those offers were made and they're onboarding those individuals. Uh the again a reminder for the campus safety and security trainings uh June 1 and 2nd. Keep that in your calendars. Uh staff is currently working on some of the summer school and extended school uh work that they usually do around this time. And as always, we continue to hire substitutes and and some of the permanent employees doing some of the onboarding. Our next PC meeting, it will be coming up uh in March 12th, Thursday in this room, 4:30 p.m. Uh that's that's all I have for this

099week. I'll have a further update once we have more information on the next meeting. >> There any questions? >> I had one just because you brought up summer school. Did we get everything cleared up because I remember last year that you know we needed the extra personnel and then there was the whole talk and all that whole shuffle. Is that identified as far as where the schools and the increases and is all that? >> So, that is being worked out. We're we just had our first meeting. I think there's another one coming up. >> Okay. >> The new personnel that's coming on board, the the new custodians should be available for that. So, they'll be doing some deep cleaning of the kitchens, but they'll have extra time available to assist and provide support to the

100schools that have summer school. >> Okay. >> Yeah. Thanks. >> So, that there'll be extra hands on deck. Yes sir. >> Nothing else. Thank you. >> All right. Adoption of agenda with amended item um L31 uh comprehensive school safety plan. Do I have a motion to adopt agenda? So move. Do I >> have a second? Second. All in favor? I >> I >> All right, we have no communication consent agenda. What? Anybody have anything they want to pull? >> No. I have uh Miss Preer, do you have anything you want to pull? >> No. >> I would like to pull K41 and two. Do I have can I get a motion to approve with items pulled? >> So move. >> Do I have a second? Second. All in favor? I >> Okay. Okay. Actually, what

101what I'd like to do is take K41 and two kind of together. You don't mind? Because they both talk about the same thing. Just two different groups of people. >> You'll just have to motion and approve separately. >> Okay. Uh can I get a motion to I want to take them together cuz they're basically the same thing. Just two different groups. You'll just have to do it separately once we get >> Yes. Okay. Sound good? >> Thank you. >> All right. Um, you'll have to read each one. >> Oh, sorry. Uh, K41. Put my glasses on. Approve student athletic achievement award. CIF State Championship recognition. recommended the board of trustees approve the athletic achievement award in recognition of CIF championships earned by the Barca High School football team. The award will be a commemorative championship

102ring with a cost not to exceed $200 per student paid by the general fund pursuant to board policy 5126 and education code section 44015 and that the and that the superintendent or designate be authorized to sign all necessary documents on behalf of the district. And then if you wanted to um read A42 >> recommendation that the board of trustees approve the employee recognition award for eligible coaches and supervising staff of the Barstow High School football team who contributed to the CIF State Championship. The award will the award will be commemorative rings with a cost not to exceed $200 per employee and paid by the district general fund in accordance to board policy 4156.2 and 4256.2 and 4356.2 to in education code section 44015 and that the superintendent be designated be authorized to sign all necessary

103documents on behalf of the district >> and Mr. Beaton if you could please uh K41 K42 just kind of um if you can kind of lump sum what this is about. They're obviously both for the Barstow High School football team state championship. They're both for the the CIF rings. Um, and they both, I believe, have a total total cost not to exceed $200. Um, could you please provide us with the number of students, student athletes who will be receiving rings, the number of um, coaches or uh, board approved employees that will be receiving rings, and then just a brief before or after um, how we got here. >> Okay. Um, so, uh, I will start with, uh, we're recommending the board of trustees approve the student achievement employment recognition awards elig eligible coaches and supervising

104staff of the Barstow High School football team who contributed to the CIF State Championship. Uh, these awards will be a commend commen. I'm sorry, a ring with a cost not to exceed $200 per employee and per student funded by the district's general form in accordance with the board policy and education code 44015. Eligible recipients include uh Barst High School Bar State football team players and team managers, coaches and supervising staff employed by the district who provided direct oversight of the CIF championship program ensured proper pro program operations and supported team success. Um individuals serving solely in a volunteer capacity are not eligible under education code section 44015. Any recognition for volunteers must occur through private cont contributions or boosted club support. Um though we have 50 football players, there are 11 coaches and um looking

105at the administrative staff. So all or principles uh assistant principles, the principal assistant principal and the athletic director. Could you give me those numbers again for the players? >> Sure. I have 50 football players. >> 54. >> 50. >> That's including the team managers. >> Uh and then there's uh 11 coaches or 12 coaches, I'm sorry. Um the four administrators and the athletic director. So that'd be a total of 67 I believe is what I for $200 a piece. It can't exceed shipping and and taxes. So it has to be $200. Um that is in the constitution as well as the mid code. Um what else? >> What's the total again? >> Dollars. Yeah. >> Yeah. I think when I calculated it was like 12,400 67 * 200 >> be close >> 13,4 there you

106go >> thanks to um a question about it or is the school district like you know like we have like trophies and all that stuff like in the case is that like a thing as far as like the district having one like in like the commemorative case or whatever like to go with it or is that not or is it mainly just like for like coaches and players and stuff? >> Are you talking about a ring? >> Yeah. Do you ever like put one in there or no? Is that like different? >> I I've not seen one but the trophies will go on the case >> case. Yeah. Okay. >> The whole trophies on plaques, right? >> Yeah. Okay. >> Yeah. I have one. Uh the CIF doesn't contribute to uh any of this as

107much money as they get from us. >> No, sir. They have their own program. >> Yeah. And the state doesn't uh pitch in. >> Nope. >> That's Well, that's what I was hearing on the street was that they weren't going to pay for everything and now it's >> uh they pay for the field and uh >> No, we're not talking about them. There's >> they give a plaque. That's about it. >> The venue organize. No, there's uh there's no money from that organization to the district. >> Anything else? >> And on the 50 players, how do they uh how do they come to that number? I mean uh so the freshman guys are out of luck now. they they don't get anything used to be only the players that were on the team and Mr.

108Williams has told me that's 50 >> and administrators get get hurt. I don't know about that. I mean they, you know, they didn't sacrifice any time not being away from their kids and stuff like the coaches, you know, the coaches, they deserve two reigns, you know, but uh I'm only one person, you know. >> Oh well. >> Yeah. Oh well. I I had to say that >> so according to the the education code there if if a super we had a direct supervising staff they're eligible to get a ring >> doesn't mean we have to but you know >> but that's the that's the recommendation >> what's four more yeah that's what the freshman guys saying okay yeah that's that's all I got >> all All right. So, can I get a motion to approve?

109>> Don't move. >> You're on it. K41. Do I have a second? >> I'll second. >> All in favor? >> I do. I have a motion to approve K42. >> So, move. >> Do I have a second? Second. All in favor? I. All righty. Uh, where are we at? >> L11. Need my glasses again. Recommending the board of trustees vote for six rep six rep. six representative uh for sub region 16B for the California school board association delegate assembly. >> Okay. So every year at this time we have to vote for the newly on coming incumbents for the CSBA delegate assembly. We have seven names. Christina Bear Ringer, Stephanie Lewis, Amanda Buchanan, Tom Corton, Evelyn Dominguez, Sydney Cindy Gardner, and Scott Wyatt. So, we need to choose six of these seven who we would like

110to represent um our area with CSBA. So they are the delegate assembly members who will go up to um Sacramento or San Francisco or wherever it is that they need to attend to ensure that we are represented um in those areas with sub region 16B which is San Bernardino. And so all uh school boards that are in this region have to vote on the same seven. Um I met with the president last week when we did an agenda review. he asked for a um suggestion and so I did review all of the applicant documentation. I did kind of take a look at who um you know might best represent Barsttow Unified. Obviously, we're always going to lean toward those delegates that are in the high desert because they understand the high desert region better than

111even just down below. And so I will recommend um I'll tell you that there there are really two that I really had to look at. Stephanie Lewis with Rialto and Evelyn Dominguez with Rialto. That's a district that's down the hill a little further away from us, but we have to we have to choose one of those two based upon my recommendation. Um and so I am recommending Christina Bear Ringer from Snowline Joint. So she's part of our high desert. her superintendent is part of our our high desert group. I am recommending Amanda Buchanan, Apple Valley Unified School District, who is also a part of our superintendent high district group. Tom Courtourtney, Lucern Valley Unified School District, also part of our high desert superintendent group. Sydney Cindy Gardner, Rim of the World. Um, not necessarily a

112part of our high desert superintendent group, but tends to um rim of the world tends to participate with a lot of the things that that the high desert does. They're more the mountain region. Um, I'm also suggesting recommending Scott Wyatt, San Bernardino City um, Unified School District, which leaves um, one more space, which is where Stephanie Lewis and Evelyn Dominguez come into play. They are both Rialto. I believe we should only choose one. Rialto shouldn't have two. That's just my thought process. Shouldn't have two delegates on the assembly. So, I did look closely at Stephanie Lewis and Evelyn Dominguez. I will tell you Stephanie Lewis has six years as a board member. um her focus is around um funding, school safety, student safety um and encouraging and and moving the CSVA in ways that really

113encourage uh support in those areas. Evelyn Dominguez has three years as a board member and she was more focused on on building trust and learning how to build trust on on um um boards as well as with CSBA in addition to focusing on funding. So, it would be my suggestion um those five that I've already um recommended and then my sixth recommendation would be Stephanie Lewis. However, it is up to the board to decide. Um, and so I'll open it up for uh discussion. >> Any discussion? >> Or you can move to recommend those six. And I can repeat >> from looking at it. If the the larger list, some of them are expiring. It took me a second to realize it. So the the total list up here, the ones that are expiring in

1142027, that's obviously like not up. So it's only the names corresponding to 2026. So if they're already 2027 in that bigger list, they're all we're not really voting on them. So that's where we get from the big list to the small list. >> And that's if you go all the way down to the bottom, it says board president's comments. So the nominees are as follows. That's those are the nominees that we're looking at. >> And realistically, there's six spots and seven names. >> We got to pick two. No. So there's there's six names or excuse me seven names total and we have six nominations i.e. one name of these are left out >> whichever way you want to look at it. We pick six or leave one out if they're >> nothing. >> So my

115recommendation again Christina Bear Ringer, Stephanie Lewis, Amanda Buchanan, Todd Courtourtney, Sydney Gardner, and Scott White. I like Lewis and Courtney. >> So that's two. We got to pick that >> they're included. >> Was that following in line with your recommendation? >> Yes. >> That was the of the two Rialtos. Yeah. >> Evelyn Evelyn Dominguez is the one that I did not recommend. >> Yeah. The Courtney's the uh safety and she's the one with the safety. And >> Tom Courtourtney is from Lassern. >> No, no, no. I'm talking about the >> Louis aligns with school safety, student safety funding. >> Yes. >> Well, yeah, I like that. That's >> and Courtney from Lassern. >> I will say one thing. I don't know. We do have elections coming up pretty soon as far as our board, but

116um whether it's myself or any other trustee coming up, I would like to see Barstow's name on the list. >> Yeah, I noticed that too that we have it on there. I just I'm just it has nothing to do with this. I'm just saying for next time around whoever may be in these seats, it would be nice to see one of our names of somebody whoever. But you know, >> I agree with you. >> Yeah. Yeah. Well, but with that, I will um make the motion of um Behringer, Lewis, Buchanan, Courtney, Gardner, and Wyatt, >> which was in line with the superintendent recommendation as well as the two names that you mentioned. >> Do we have a second? >> Second. >> All in favor? I I thank you. L12 resolution 18 number 18 2025 2026

117alignment of trustees compensation for assembly bill 1390. recommended the board of trustees approve resolution number 18 2526 alignment of trustees compensation with assembly bill 1390 retroactive to 1 January 2026 >> and I will read the resolution this is in alignment with AB 1390 D Bar Unified School District resolution number 18 resolution number 18 2025-2026 alignment of trustee compensation with Assembly Bill 1390 whereas the board of education of the Bars Unified School District is authorized to establish and adjust the compensation of its regular board members pursuant to California Education Code section 3512. 20 and bylaw 9250. And whereas education code 35120 was amended by Assembly Bill 1390 to revise the maximum monthly compensation that a governing board member may receive beginning January 1st, 2026. And whereas the maximum compensation is contingent upon the average daily attendance

118of the district in the prior fiscal year. and the dis district district's prior year ADA of 6,261 authorize a maximum compensation of $1,200 per month. And whereas the board finds the adjusted compensation is necessary to attract and retain qualified board members, compensate them for their time, commitment, and promote effective governance of the district. And whereas education code section 35120 requires the board to approve any adjustment in compensation in a public session and and this matter has been placed on the agenda and consider a duly noticed open meeting of the board. Now therefore be it resolved by the board of education of the Barcel Unified School District as follows. Section one establishment of maximum compos compensation effect effective January 1, 2026. The maximum monthly compensation for each regular board member of the Parks Unified School District

119is hereby established at $1,200. This amount shall not exceed the new maximum authorized by education code section 35120 as amended by AB1390 or the district's ADA tier. Section two, applicability of education code 35120. The increased compensation established in section one shall be subject to all other provisions and limitations outlined in education code section 35120, including but not limited to a a regular member who does not attend all meetings held in any month may receive as compensation for the regular members services an amount not greater than the maximum allowed by section divided by the number of meetings held and multiplied by the number of meetings attended. Section three, annual adjustment authority. Pursuant to education code 35120, the governing board shall retain authority on an annual basis to increase the actual compensation paid to regular members beyond

120the limit established in section one in an amount not to exceed 5% based on the present monthly rate of compensation. Any such annual increase shall be effective only upon approval by the governing board in a public session. Section four, certification. The clerk of the board of education shall certify to the adoption of this resolution passed and adopted by the board of trustees of the Barcel Unified School District on February 24, 2026 at a duly noticed meeting by the following vote. >> Um, I think that's all I need to read, right? >> Y. >> So then I hand it back over to you, President Williams, for discussion. >> Any discussion? Miss Given, Mia, >> no. >> Miss Cesus, >> no. >> Mr. Hildred. >> Um, I'll just say a little bit is we did put thought

121in into this before just, you know, just doing it. Um, but ultimately, uh, everybody had their will will have their, uh, you know, say so on it. Um, but I do think it it it is important. Um, just to note that I don't I don't believe that anybody is here for this purpose. Um, any of the board members that are sitting next to me right now, I don't think that that's the reason why we're here. Um, but yeah, that's all. >> Do I have a motion? >> So move. >> Second. >> All in favor? I. >> All oppose? No. What was the second? >> It was Aaron, right? >> The second was Aaron. >> There were four. I didn't hear it enough. >> Can you repeat the vote, please? >> The vote was four >>

122in favor. >> Four in favor. >> One who? >> Thank you. >> All right. Educational service Lima 21 mathematic textbook adoption K through8 um oh Halton Mephlin and Hardcourt >> need you to read the uh recommendation please >> I don't have a recommendation but I guess if I look in my >> oh it's sorry information doesn't print out on the print out >> if you see it or I can read it for you if you'd like. >> Okay. >> Current consideration map Math textbook supplementary material have been aligned with the California guidelines and standards. Math pilot committee for math selected HMH California into math as a new curriculum curriculum. Bolton and voice is for six-year adoption. This item is presented to the board of trustees at the March 10th, 2026 board meeting for approval. >>

123If you would slide all the way up, take your bar and go. Yep. and then read that information piece. >> Oh, the purpose of of the new adoption of the math curriculum and supplementary material HMH California in the math or grade K through 8 is presented to the board of trustee forformational service. Now I turn it over. >> Thank you. Uh Mr. Godfrey. >> Yes, Miss Fischer will present this item. >> Perfect. >> Good evening. Um, as you've already read, we are bringing forward um, this information, this item is an information item. Um, I started working with um, our K8, actually all of our teachers in um, September. We put together a math curriculum adoption committee um that included all of our um, teachers and sites for grades TK through 12. Um while this was

124a K8 math adoption committee, we knew it was important to bring in all of the voices. Um so um we were able to put together a committee that was about 40 people total. Um 33 teachers were involved with piloting or reviewing the programs that we had. But we also additionally had um our ELD um teacher on assignment as well as um our instructional media center technician and our senior network computer technician who were involved um with um gathering information about the different programs that we would be looking at. So, uh, we met first as a group to review information about the newly, well, I should say newly, uh, the new newly revised mathematics framework for California. Um, which, um, was put in place about two years ago when we started this work. Um, unfortunately, the

125pandemic had, um, put things, um, you know, on the back burner for a little bit, but California has been moving forward with all of this. And so, the framework was revised. And then um last year the publishers were um given the opportunity to create new math materials based on the revised framework and then to put those forward to the state board of education for approval for districts to be able to adopt. So um on October 8th um or I should say in October our group met for um two trainings about the new framework. So we were looking at um the what has been the shift in this framework. So we're focusing on standards for mathematical practice um in the new adoptions multilingual learners and access and equity for all of our learners and then big

126ideas for math. How is um all of our math um concepts connected to each other as well as across um real life situations? And then um so that was in our first meeting. And then the second meeting we looked at um other chapters of the framework including um focusing on the conceptual understanding before procedural fluency. So our students understand the concepts before they're just memorizing algorithms. Um, also that they're using strategic thinking and having having student choice in the way that they want to um answer questions and um reasoning as a core mathematical activity exploration and discovery with mathematics as well as the use of multiple approaches and representations. And in those trainings um our I worked with our county office of education and they provided us the the basis of that. Unfortunately, they weren't

127able to come and present themselves, but they provide um really great um foundations for trainings and the teachers were able to experience a lot of that in um themselves with working with mathematics. So, um those went really well. And then in um November, we had our publishers come and present and provide training on um the different programs that um that they have. and all of our members were able to come and and be part of those trainings. And then um in on November 19th, our teachers came together and learned the logistics of the piloting itself. Um learning how to use the program review or note-taking tool, which is adapted from the um the California Department of Education for reviewing materials um as well as just the logistics of getting the materials and getting everything set

128up. So then um starting December 1st all the way through February 6th, our teachers were busy piloting the materials with their students and um reviewing going through all of the program reviewer, note-taking um aspects of um of um rating um in various areas. And um the the five categories that that our teachers rated everything in were alignment to standards, program organization, assessment, instructional planning, support, and then um access and equity. So um if we had um I should say the teachers who were non um in not in the classroom, so non-eing if you will um with a with a certain type of or a certain group of students. um every day they came in and they reviewed the materials um from a um from their perspective. So we did have our ELD teacher on assignment,

129we had high school teachers come in and look at the materials um to review it from their lens as well. Um after all of the um piloting was completed, uh we came together on February 11th and reviewed all of that material and um in all of the conversation with um the overall ratings for their program review um as well as um documenting the strengths and improvements that each program had. Um the the committee selected um HMH California into math which we do have um all of the sampling here of um what would be involved in that. The um the committee rated out of a out of a um rating of three. So one would be minimal um just meeting minimal requirements. Adequate would be two and then strong would be three. HMH was rated um

130by our group as a 2.9 out of three. So it did have the highest rating. And some of the key takeaways from the strengths um for the program um were by the teachers were that the program had a clear well ststructured content. supported the teacher planning. Um that it supported our diverse learners and that there were m multiple ways for our students to engage with the material as well as the programs assessment tools were highly rated um for both their educational quality and the ease of administration. Our teachers also um had the opportunity to be able to um survey their students with this. Um it was recommended for grades 3 through eight. So, um, all of these, by the way, were anonymous. So, um, you know, we didn't, um, we I know that it was

131grades 3 through eight, but we didn't have any specific, you know, student names attached to any of this. But, um, the students rated California into math um, as a 2.09 out of three for lesson interest and a 2.1 out of three for assessment um, preparation. So what they had to say is or what they had to rate it on is um how interested were you in the lesson? Um think about a lesson that your teacher provided to you from this particular program. How interested were you in the in the lesson? And then based on an assessment that you took with this particular program, how well do you think that the lesson prepared you for that assessment? and that was um right in line with um with one of the other um publishers, but it was

132um the higher of of the three. Um some of the student takeaways about HMH into math were that they um they found it to be effective for learning. So they directly stated that um that they were learning from it that the program was good um and it helped them to it helped them to understand the material um the mathematical um skills that they were learning. Um a significant number of the students highlighted that they found the program to be engaging and enjoyable and they commented um that they um liked the math that it provided or they just liked all of the program. Um they also stated that it was the easier of the programs to use and that it was um not hard for them to use. So um and comments about the other programs

133um they either stated that they didn't like it or um or that they had difficulty in that in that capacity. So our students also um rated um HMH in MAP um as um being effective for them. So, um, we are, as I mentioned, bringing forward, um, to the board this as an information item. We'll be bringing it back on March 10th. Um, in the meantime, we will be having the, um, materials available for review for the public and, um, for anyone to look at, have any questions? >> Go ahead. >> In the LCAP presentation, the math is going in the right direction. Is that a part of that already or is this going to add to what we know is already working? >> Um I would say it would add to what we're already um

134working toward. Our current math adoption we've had for um 12 years. So um we do need to ensure that we're up to date with um with not only what the state has with the California math framework, but it'll enable our teachers to provide better instruction. Apologize. >> Thank you. What else? >> So, you said the parents could come and review. >> How How would they know? >> We're going to be putting out that information. I just wanted to bring it forward to you as an information item first before um >> it was my brother probably the first one back there. >> Thank you. >> I think it's a great I remember us talking about these committees getting together going over the new new curriculum. >> Yeah. And I love to see that it's working the

135way we had intended to. So that's fantastic. Um, >> yeah, that's great. >> Thank you very much. >> Thank you. >> Okay, let's see. >> Is it all the way up? >> Yeah. Information time. So, you do not need to put on that. >> Um, Lima 22. >> Is there any way we could turn any air on or anything? Is it just me or does it feel very hot in here? >> I'm wearing a Sorry. Am I the only one I've got? >> My best. That's a guy work more often. >> Sorry. >> Didn't mean to interrupt. I was like, man, I could I think you guys are old. >> Okay. Um L22 new course outline for Avid tutors Fster High School. >> Yes. The proposed adoption of a new course outline for the following

136course. Abbott tutor is presented to the Barcelo Unified Board of Barstow presented to the board of trustees as an information item. >> Yes, Mr. Godfrey. >> Yes. Barcelo High School is looking to update their AVID tutor program to ensure that is A throughG certified through UC and Cal State University for students who want to apply to college. The tutor program extends the core principles of AVID by providing students with meaningful opportunities to apply the leadership and academic skills they have developed. AVID tutors are assigned to AVID year 1 and year 2 courses and serve as mentors to younger AVID students, modeling strong character, academic integrity, and effective studenting stu excuse me, study habits. The tutoring program requires students to recall and apply all core academic knowledge, then communicate with peers to bridge learning gra gaps.

137Through this process, tutors reinforce their own understanding while supporting younger students in building foundational skills and academic comp confidence. That's it. Any questions? No, sir. All right. Thank you so much. Next we have L23 new course outline for curriculum Aztec chorus Bars high school. The proper the proposed adoption of a new course outline Aztec course chorus and curriculum one minute theory book one and book two by Ronald >> Slavnik Slavnik. Okay. And Holly Shawl Slabnik is presented to the board of trustees as an information item. >> Yes. Thank you, Mr. Goffrey. >> Yes. Aztec course is the introductory course to the coral program at Borshell High School. It is not currently an A throughG course. The effort here is to update the rigor to create an A throughg course with better um uh rigorous um

138materials. The choir course is designed to help students develop a proficiency in singing and learning fundamentals, history, performance, and various types of singing. Students will learn and apply technical skills and musical skills by singing in the concert setting. They will improve and refine through guided practice, techniques, persistence, and application of appropriate criteria. And they will also make sure to sing in the shower. That's a joke. Sorry, that's all I >> We have any questions? >> No. >> All right. >> No, I sound good. Thank you. >> Okay. Pupil services amended copy L31 comprehensive safe school Plan annual review 2526 recommending the board of trustee approve the annual review and update of the 2526 comprehensive safe school plan for Barstow Fine Arts Academy, Cameron Elementary, Crestland Elementary, Henderson Elementary, Lynwood Elementary, Monta Elementary, Skyline North Elementary,

139Barto STEM Academy, Barcelo Intermediate School, Barcelo Junior High School, Central High, and Barstow High School in accordance with education code 32281. >> Yes. And Miss Norman is here and ready to present. >> I should take some water as I come over. >> Good evening. >> I'll share. >> Board members, your share. Okay. He's got a little left. Um Carolyn Norman, director of child welfare and attendance. Uh before um I begin, I would like to address an error in the uh date previously presented to the board. It was uh incorrectly stated that these plans were for the 26 27th school year in context that confused the uh current filing um cycle. I would like to thank Miss Christina Crane, our superintendent, our cabinet members for the discussion that we had and and also in the ratification

140and the correcting of this this particular um presentation in the report. I also would like to thank uh Miss Crane for this report I'm about to read off because without her I don't think I'd have been able to do it. So, um, thank you so much to our to to the best executive administrative assistant that I've worked with over the 40 years I've been in the district. >> Thank you, Miss Christina, and thank you, Miss uh, Miss Swearing, for uh, allowing me to present. Um to clarify, these plans are developed by principles um at the beginning of uh current school year and presented to the district and um county for approval by March 1st. Please note that all safety plans have been uh corrected to reflect the uh current year in the appropriate 2526 planning

141cycle. Today we are pleased to present the 2526 compre comprehensive safe school plan for review and approval. These plans encompass all 12 district sites and have been um thoughtfully developed, excuse me, in accordance with California Education Code section 32280 32289. There are three key um sections I would like to discuss today. Districtwide alignment and reg uh regulatory compliance. All safety plans adhere to a standard standardized district template promoting consistency while permitting sightsp specific um customizations to address unique needs. Key components include mandatory uh content. Each plan incorporates essential elements mandated under education code section 32281 such as child abuse reporting u protocols, disaster response procedures aligned with SIMS NIMS standards, suspensions and expulsion policies, sexual harassment protocols and building ingress and egress strategies, tactical response procedures, confidential protocols for responding to uh criminal incidents have

142been developed in consult uh consultation with law enforcement. agencies. Stakeholder engagement plans have undergone review and approval by respective school site councils and safety committees during January and February 2026, ensuring uh comprehensive stakeholder input, legislative updates, and new requirements. The 2526 plans have reflected recent legisl legislative mandates reinforcing BUSD's commitment to regulatory um compliance. Instructional continuity plan SB153. Every site has incorporated an instructional continuity plan detailing procedures to resume in-person or remote instructional excuse me instructions within 10 days of an emergency with accessible provisions for students with disabilities, English language learners and foster youth. Opioid overdose response AB2887 ed code 32282 secondary schools Barto High, Central High, Barcel Junior High, STEMS and BIS fully integrate opioid prevented prevention and response protocols suitable for grade 7 through 12. elementary schools maintaining general medical emergency responses aligned

143with best practices despite not uh being mandated by um statute for this uh subgroup. Smartphone use during emergencies AB962. The plans affirm that schools retain the authority to restrict or prohibit student smartphone use during emergencies to prevent um misinformation and safeguard students. Sight specific highlights. Um, our high school, Barsto High, and Central High School. The plans emphasize active shooter uh, preparedness, alice training, hate crime reporting, and and dress code policies relating to gang related attire. Central High School includes specific provisions for the school of opportunity to support diverse student populations. The middle and intermediate schools, Barcel Junior High School, Barcelo STEM Academy, and Barcel Intermediate shared focus on positive behavior interventions and support PBIS tailored for adolescence. School specific cultural and climate initiatives include Barca Junior High School, SOARE, safety, ownership, academics, respect, BIS, SOARE,

144self-control, ontask behavior, achievement, respect. STEM promotes respectful, responsible, and safe behaviors, incorporating science and technology safety protocols. Elementary schools are Fine Arts Academy, Cameron, Crestline, Henderson, Lynwood, Montra, Skyline North. The elementary schools have established age appropriate drill schedules with monthly fire drills and supervision protocols aligned with developmentally suitable practices. Key features include updated ingress and egress maps utilizing the Raptor visitor visitor management system for enhanced uh campus security. Strategies to maintain instructional continuity for TK through four students through uh platforms like parent square and Google classroom during during closures. implementation of culturally responsive positive behavioral interventions and support CRPBIS to foster a positive climate and reduce um suspensions. Conclusion, it is recommended that the board of trustee approve the 2526 comprehensive school safety plans for all district sites. approval will um certify that the plans

145meet all legal requirements under the California Education Code and embody the district's uh commitment to maintaining a safe, secure, and effective learning environment of all students and staff. I would just like to say like um with the questions from the board that went to the superintendent, it's making us more informed and more along with myself more aware of what we need to do when it comes to our comprehensive safety school plan. We do plan on having uh more times where we will get together and work on them to have them more unified so that we use the same language um throughout the district and be on the same page. We're planning on taking out some time during our management retreat so that all the principles can get together. They're more willing and and um wanting

146to get together so that we can be more unified and understand our comprehensive safe school plan. I take full responsibility for that error of the dates because we're kind of confused with why are we um approving a plan way in March when we supposedly started in August. So therefore we are under understanding now thanks to uh like I said my colleagues. Thank you Mr. Godfrey um and uh Dr. Williams for helping to understand that the plans that we actually approve in March are actually uh for the year that we're working on. So we want to take more time and start working on them. um instead of like in January or December, we want to start working on them actually in July when we come back and just working. It is a working document where it's

147just fluid. We do work on it throughout the year, but I think the questions that came from the board and I'm not sure which one of y'all was asking these questions, but that's okay because it made us think a lot more and to put more work and effort into our plans and be able to be more aware, make sure that we are using these plans on a daily basis to make sure that our kids are safe on our campus. Um, any questions? >> Yes, >> I can. I don't know if anyone else did, but a few of those were from me. Um, I didn't mean to beat anybody up um by doing it, but I mean, between military background, law enforcement background, and and and having kids that go to our schools, like I as

148well as everybody else take it, you know, very very very seriously. And we've learned a lot of lessons as a generation or you know multiple generations of the unfortunate incidents that have happened you know around the country and around the world and there's afteractions that have happened from those unfortunate events that it would be a shame if we all didn't learn from. So god forbid we're never in this situation. But one of the times even whenever I went with to CSBA, one of the other board members that was there, his school had a shooting while we were there at CSBA. It was a very small district. It was in central Northern California, but it it we all don't think it'll ever happen and hopefully it never does. But I do thank you for the work

149you put in and everybody else cuz it hopefully it never is utilized. But seconds matter. You know, any type of clarity that we can make um any training, any anything I just anything we can do is good in my book. >> I just want to say thank you. I knew it was you but I knew because of you know the standards and I don't know who else have military backgrounds but we would like to also invite you to come and help us because it's like we're learning too and then like you said what's I think Mr. Obviously all the time what's monitored actually gets done. So just monitoring and looking at this is open up my eyes and understanding of what we have in place and not just having it in place but using it

150and making sure that it it's uh we're being active but we would like to invite you to come and sit with us and help us so that we can do a better job. >> Hey I never want to overstep you know like on on the board roll. I just, you know, yeah, I know it's a collective effort. So, >> that's not overstepping because basically, I think as uh um our superintendent had said, a lot of times these plans were just like kind of okay, copied and paste and change the date and we just kind of moved them on. We didn't really look through a whole lot of them. We even had an issue where in which one of the plans were coming in and they weren't using our doc tracking system that um we had

151been using for the last few years. So just being able to and then I was saying did you guys read through all this? I said I don't want to read through all these pages and stuff like that but they had and so now the more that we had to talk about it and more that we were responsible for you know making sure what we have in there and like I said it's not perfect right now and that's what we plan on actually they want to sit together and work together so we can be more unified as a district you know elementary level secondary level and to have the common language when we write our plans and to know what's in our plans and to put them into practice. So, thank you. >> Yeah, >> appreciate

152it. >> I love the idea of it's a living document. It's going to constantly change. >> Yes, sir. >> Great idea. >> Any other questions? >> If I may. Great report, Miss. Thank you. >> Yes. Thank you. >> Thank you, Christina. >> Appreciate you. >> Thank you. >> All right. Do I have a motion? >> So move. Do I have a second? Second. >> All in favor? I All right. What do we have next? Business services. We have none. >> Uh technology and information. Oh, >> yes. >> Personnel services certificated. LEMA 6A1 public hearing for provisional internship PIP for educators for the 2526 school year. Recommending the board of trustee adjourn to a public hearing to provide the opportunity for the board to receive input concerning proposed provisional internship PIP. J at 7:26. Anyone audience

153has any questions? >> Anyone in our audience has any questions? We're conveying at 7:27. >> Thank you. Mean, right? >> Yes. >> Sorry. Jumping a little bit. So this item is actually coming back um with a modification. This originally came uh during a previous board meeting as a stip a short-term teaching permit. Uh and after further review and working with the institute uh this uh candidate is already actually working in the classroom is um qualifies for a PIP which actually benefits the employee and benefits the district. So it's coming back to you as a as a provisional internship permit. Uh and uh we re the superintendent recommends approval. Any questions? No. Do I have a motion? >> So move. >> Second. >> All in favor? >> I Lima 6 A2 employment of certificated contract personnel

154for 2025 2026 school year. recommending the board of trustees approve the employment of certificated contract personnel as listed effective date indicated. >> Mr. Gutier. >> Yes. Thank you. So this again is kind of like a is an attachment to L61. Uh this is actually the employment just modifying the the this the previously brought item as a STIP to a PIP so that our uh paperwork is in line and the superintendent recommends approval. Any questions? >> Do I have a motion? So move. >> Do I have a second? >> Second. >> All in favor? >> I All right. Re recommending the board of trustees approve this. I'm sorry. Lima 6 B1. Sorry. Thank you. Establish a classified position, one office assistant, two campus safety assistants. Recommendation the board of trustee approve the establish establishment of the

155following classified position uh at the school as indicated. One assistant um one office assistant Barstow High School. Uh, campus safety assistant, Barstow High School. >> Yes, Mr. Ortiz. >> Yes. Uh, Mr. Rafael Navaro, the principal of Barcelo High School, is requesting the establishment of these positions, or three of them. One is the office assistant to support parents and students with some additional resources. He says, "We we don't currently have the exact classification that he wants, but this was the closest one that we could get for his needs." And in addition, he's also requesting an additional two the establishment of an additional two campus safety positions to support his campus. He is uh moving some of the responsibilities for his campus safety and this was the easiest way for him to to get this done his

156work. Uh there may be um some of the uh other positions there may be some abolishment of some other positions. So, it may be only a net gain of two, but these will all be be full-time positions. And this is uh all being paid out of equity multiplier funds. And this is uh presented to you for consideration and approval. >> Any questions? No, I just uh we take uh safety for the our staff and our students seriously and I believe myself and my colleagues up here, we have not turned down any any requests for uh added security for our, you know, our staff and our and our, you know, our students. You know, that's that's about all I got to say, you know, without giving up the Anyone else? No. Do I have a motion?

157So move. Do I have a second? Second. All in favor? I >> I >> um there any item for future board meetings? Anybody have any items for future board meetings? >> Yes. >> Yeah. With uh your permission and everybody else permission. I I got off on a tangent on the input on the board input and I forgot to recognize a few things. Uh with your permission, could I go ahead and do it now? >> Consensus of the board. You guys get >> sure. Go ahead. >> Well, I went to the girls softball game yesterday and uh we had a two-run lead and they hit a two-run home run and it got kind of out of hand and they end up beating us, I believe, by five. But it was a good game. uh of the

158enthusiastic crowd and everything else. It It was awesome. It was awesome to go watch the game. Saturday, I attended the Bar Junior College game and they're taking a a page out of Mr. Perea's uh a book when he was up there, athletic director, the cheerleadings from and the dance teams from the elementary schools used to perform at halftime and it was our la last game and uh I want to get this right. Henderson School's dance and chair team was up there and they performed at halftime and it was awesome to see the mothers leaving with their chair sweatshirts on all proud. Everybody's hair is all combed and stuff, you know. It was it was pretty nice, you know. Uh Bara College didn't really win the game. They lost. I was at the last game that

159Barstow High School played at the third round in CIF for basketball. Uh we lost to Victorville, but again the crowd was really into it. I think Dr. Williams was there and it was uh pretty uh it was pretty intense game. It was it was awesome to attend. I uh also attended the first round of the girls uh basketball round. Uh they played a team out of uh the girls basketball team played a team out of uh Pasadena Christian school and I believe that their uh strategy was to come down or push our girls push our girls around and it kind of backfired them. you know, our little young girls, man, they're popping up and pushing them back. It It was an awesome game. I almost uh I almost got carried away yelling at the referees

160and stuff. I forgot that I was a board member and I got home and I had to gargle in salt water and stuff, you know. But it was awesome. Just like I told you guys before last meeting that uh from the first game the girls played this year to the last game they played against this Pasadena team. you know, they uh you know, the inbound plays uh instead of freaking out when there was a fullcourt press, they attacked it, you know, and and again, they didn't let them girls push them around and it was it was awesome, you know. Kudos to the girls. And then the the three Nava kids in the wrestling, I coached their father back in I think was 2001, who was one of the best defensive tackles to come out of

161Barca High School. Him and CJ Nulu. Uh there's a coach named Bobby Boutton from Florida State came and uh on his recruiting depth chart, CJ and David Na were the top top five defensive tackles in the country, you know, that goes to show you and I can see why his son or his siblings are his kids are in there wrestling because he was one tough ombre, you know, and uh and um I got off on a tangent earlier and I apologize But I want to recognize these kids. Thank you for letting me share. >> All right, we will adjourn to finish close session at 7:35. Hey, hey, hey. Heat. Heat. Hey, hey, hey. Hallelujah. Hey. Hey. Hey. I know. Hey, I know. Heat. Heat. Hey, hey, hey. Heat. Heat. Hey, you got Hey, hey, hey.

162Hey. Heat. Hey, Heat. Do you feel it? Heat. Heat. Hey, Heat. Heat. Hey, hey, hey. Oh no. Hey Heat. Hey, heat. Hey, heat. Hey, I'm Hey. Oh yeah. beautiful. Hey Hey. reconvene at 8:22. Uh, no action was taken in close section in close session. Motion to adjourn. So moved. >> Second. >> I heard it but I didn't hear. >> Who was it? >> I motioned. And then Tony. >> Yeah. All in favor? >> I. >> All. Any oppose? >> No. >> We are at 8:22. >> We better be that hammer, please. >> Bye. This is one that you